• Summary
  • Contents
  • Subject index

Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called “modern” schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry.

This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world?

The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.

Buddhist Education as a Challenge to Modern Schooling
Buddhist education as a challenge to modern schooling
NilimaChangkakoti and Marie AnneBroyon

Whether a religion or a philosophy, Buddhism is most certainly an education.

The legend has it that Buddha was born with a wheel imprinted on the sole of his feet and the palms of his hands, which indicated his predestination to be either a great conqueror or a great educator (Eckel, 2003). A wise man predicted that the child would grow up to be a holy man, rather than following his father in being a ruler. Suddhodana, father of Gautama Buddha, tried to prevent this from happening by making sure that the prince lived a sequestered, protected life, ignorant of the world outside. The discovery of the outer ...

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